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8/3/2019 TEAM 5 Project
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8/3/2019 TEAM 5 Project
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TEACHING IN MIDDLE AND SECONDARY SCHOOLS 2
INTRODUCTION
Our team chose to design the course, Teaching in Middle & Secondary Schools,
in an online environment. It was a course that three of our team members have taken in
various methods of delivery from a face-to-face course with no technology to a partially
hybrid course using various forms of technology. Our first step was to decide on the
course content and design the course before starting on the webpage (Bird, 2007). We
also understood that the technical environment would also be focused on (Williams,
2004), so we split our team up to address both areas.
Following the direction of Tastle, White, and Shackleton (2005), the content wasdeveloped with measurable goals with assessments resulting directly from the lesson.
What is taught will be tested, no surprises. All assignments will pertain precisely to the
course. This method falls in line with Birds assertion that reading material assigned
should serve a direct purpose and be followed with an activity such as student interaction
or reflection (2007). Each week the student will receive lessons from the instructor
(teaching), have an assignment (interaction), and then reflect on their blog (reflection).
The course syllabus explains the objectives and expectations in detail and the instructor
will give feedback so that the student knows they are meeting expectations (Seok, 2008).
The technical environment falls under the course management system. Carmean
and Haefner (2002) said that the possib ility of deeper learning lies with both students
and instructors: when they understand their diverse needs and requirements and bring
these to the CMS, they can create their own effective learning environment (p. 34).
Fortunately, our group was comprised of students and instructors with various levels of
technological experience, so we designed our course management system from both
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TEACHING IN MIDDLE AND SECONDARY SCHOOLS 3
frames of mind. The system must function to deliver the content, as well as offer features
that the students will appreciate and be able to utilize well. Discussion boards, threaded
comments, email, and announcement page were the features we thought important to
include so that students received feedback from the instructor (Brinkerhoff, 2007). We
also included an option for chat capability through three different delivery methods:
Wimba, CamStudio, or ECHO 360. It is through these tools that asynchronous and
synchronous methods are employed so that our students needs are met and they feel a
part of the class (Williams, 2004)
The instructor bears the responsibility of ensuring course content is thoroughlycovered while maintaining student satisfaction with the proper online tools.
Unfortunately, most college professors dont work or play much on the web yet they
become responsible for teaching and designing online courses (Lane, 2009). The process
of running the class can fall short to the ability of the instructor to run the processes
through an online medium. The abilities need to be improved because research findings
indicat e that instructors abilities to teach online are critical to the quality of online
education (Kim & Bonk, 2006). We also learned that the more competent the teacher
digitally, the better quality the experience for students and the more actively involved in
course design (Krumsvik, 2008). After completing this project, our abilities as instructors
greatly increased.
Brinkerhoff and Koroghlanian (2007) found that course features implemented in
an online instructional design should consider student wants and expectations so as not to
reduce the desirability and effectiveness of online instruction. In other words, student
satisfaction is part of the main focus of our online class. It may also well be a factor in
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job security. In order to instruct the student, we must focus on how they learn. This
means we must change our style from pedagogy to andragogy. Green said that with
andragogy, learners are autonomous and self directed. Instructors are to guide the
learners to their own knowledge, not supply them with facts (1998). We achieved this
goal in our course with the team discussions and blog reflection on articles.
Oblinger & Hawkins (2006), thought it more effective to pair a faculty member
with an instructional designer when creating an online course. We felt the same way and
it really worked. The education majors in our group worked on the course content and
development. The computer designers worked on the technical environment. Oblinger &Hawkins (2006) also felt that the skills required to develop and deliver an online course
were unlikely to be found in an individual. They were absolutely correct. The years of
experience and skill our team acquired collectively could not be found in one person.
Together we created a product, an online course, which we are proud of.
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TEACHING IN MIDDLE AND SECONDARY SCHOOLS 5
SYLLABUS
Auburn University MontgomeryMontgomery, Alabama
Teaching in Middle and Secondary Schools
Course Description: This is an online course designed for the middle and secondarylearning environment. It provides a foundation for students to learn instructionalmethods, the learning process, theory and application of curriculum development forvarious academic disciplines, effective collaboration skills, professionalism, technologyskills, and how to inquire research. Field experiences will be required.
Course Objectives: In the course students will: Practice basic skills in computer literacy. Maintain an online journal.
Be a contributing member of Wiki. Participate in online discussions using Blog. Evaluate scholarly literature associated with the middle and secondary learning
environment. Plan and organize an integrated unit plan. Plan a daily lesson plan. Design a classroom management plan. Submit assignments using a course management system. Observe experienced teachers.
Evaluation Scale: A= 90-100 B=89-80 C=79-70 D=69-60 F=59-Below
Evaluation Components:
Team Discussions 5 pointsClassroom Wiki Page 5 pointsBlog Posts 5 pointsPhilosophy of teaching 10 pointsDaily Lesson Plan 10 pointsGroup Unit Project 20 pointsAnnotated Bibliography 20 pointsFinal Exam 25 points
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SED 4050/6050 Teaching in Middle and Secondary Schools Summer Semester 2010
Week Date Topic Lecture Readings Project/Assignments Due Date1 5/31
Introduction&EducationalPhilosophy
Video
~Create a blog using www.blogpost.com
~Join the class wiki and add your page andblog url~Define your personal teaching philosophy~Blog Post June 6, 2010
2 6/7
Lesson Plan
Video
SelectedText
~Create a daily lesson plan according todiscipline~Reading: The First Days of School byHarry Wong~Team Discussion~Blog Post June 13, 2010
3 6/14
ClassroomManagement
Video
2-Articles
~Create a wiki page for your classroom~Team Discussion
~Download Jing~Blog Post June 20, 20104 6/21
ClassroomManagement
Video2-Articles
~Create a classroom management plan~Team Discussion~Blog Post June 27, 2010
5 6/28
UnitPlanning
Video
2-Articles
~Integrated Unit Planning Project~Overview of project planning presented on
jing~Blog Post
Blog Post July 18, 2010
6 7/12
7 7/19
TeachingPhilosophy Video
~Redefine your personal teaching
philosophy after taking this course and postto livetext.~10 hours observation due~Blog Post July 25, 2010
8 7/26 ~Annotated Bibliography Due~Final Exam July 30, 2010
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DELIVERY METHOD OPTIONS
Our team chose to review two asynchronous methods (Eco 360 and CamStudio) and one
synchronous method (Wimba) of delivery.
Echo 360
First we looked at Echo 360, an asynchronous method developed by the Echo
Corporation headquartered in Dulles, Virginia. Its known for being the industry leading
standard for lecture capture. It's easily adaptable to most course management systems
and has a partnership with Blackboard. One of its strong selling points is it's easy for the
staff to learn how to use and manipulate to record professional looking presentations.It has built-in automation and integration capabilities which make it easily
scalable from one room to the entire campus. The teacher requires a video camera, a
computer and internet access. They record the lecture for the students to view
asynchronously by streaming video, podcasts, iPod or MP3 player download. The
student can view the streaming video lecture or download it for single or repeated
viewing. The teacher can use the video over and over for future classes students until its
usefulness has been expended. Echo 360 can be accessed by going to the following
website: http://www.echo360.com/about-us/careers.asp
Wimba
Next we decided to review a synchronous delivery method called Wimba.
Wimba is headquartered in New York City, New York. Wimba has a pedagogical design
with teaching and instruction in mind. The application allows a teacher to set up a virtual
classroom where teacher and student can interact just as if they were face to face. The
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teacher sets up the classroom and the students log in. Teacher and student interact, in a
real time scenario, as if they were in a face to face classroom.
Wimba has dynamic audio and video features which allow teacher and student to
hear and see each other. It offers advanced features like whiteboarding, polling, presenter
on-the-fly, analytical tools and a resizable chat area. Additionally, it has application
sharing and content display along with MP4 download availability. Wimba does offer a
free use for teachers and students. Wimba can be accessed by going to the following web
address: http://www.wimba.com/company
CamStudioThe third and final delivery method we reviewed was CamStudio. It was
developed by TechSmith, a company founded in 1987 and headquartered in Okemos,
Michigan. It is a screen capture program able to record all screen and audio activity on
your computer and create industry-standard AVI files. It has a built in SWF Producer
which can turn AVIs into lean, mean, bandwidth-friendly Streaming Flash videos
(SWFs).
CamStudio has for main functions: record, edit, produce, and share. Teachers and
students can use CamStudio to capture anything on their computer screen to build any
type of presentation or demonstration. A few ways a teacher could use this delivery
method is to demonstrate how to create a blog, wiki or navigate Blackboard for first time
student us ers. Although CamStudio isnt free the company does offer educational
institution and government/non profit pricing which is below general public pricing.
CamStudio can be accessed by going to the following web site:
http://www.techsmith.com/company.asp
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TEACHING IN MIDDLE AND SECONDARY SCHOOLS 10
COURSE MANAGEMENT OPTIONS
There are two different course management systems (CMS) or Learning
Managements Systems (LMS) that our team is considering to implement with our online
course. Pending the design budget for our course, our options are Desire2Learn or
Moodle (which is free).
Desire2Learn:
Desire2Learn is a web-based learning system located in Ontario, Canada which
was founded in 1999. Desire2Learn provides services to meet the needs of all levels of
education including K12 education, corporations, healthcare, as well as university leveleducation. Desire2Learn provides a learning and teaching environment that can support
up to hundreds of thousands of students, where the teacher is in control of the course, free
to adapt the course to the learning needs of the students. Communication, collaboration,
and community building are a few of the companys primary focuses. Desire2Learn
formats their programs to fit each users need, philosophy, and pedagogical approach.
There are numerous different learning products including:
Learning Environment: Primary focus is teaching and learning for an online
environment. The learning environment also supports course design, delivery of
instruction, and administration of the online course. The instructor has the ability to
adapt the content necessary to benefit all learners needs in addition to using
collaboration and communication.
E-Portfolio: The e-portfolio gives the student the opportunity to gather, organize,
and reflect on information and course work which has been completed to be used in
the future for presentations or the use in their portfolio.
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Competencies: The competencies uses tracking and reporting tools to monitor
specified information within the course
Finalytics: This tool takes data from the course and transforms it into useful and
relevant facts to be used in future decision making skills within the company or
educational setting.
Learning Repository: Information can be searched within several courses and
someone can manage the content of the course within numerous courses .
Live Room: Collaboration is displayed within this section as chat rooms, white
boards, and discussion boards are used to ensure collaboration within individual
users.
Essentials: Within this section, the primary focus is the learning of the student, while
monitoring the e-learning course as well the effectiveness of the course.
2GO: Desire2Learn has created mobility within its course as Desire2Learn is now
available for use with a BlackBerry.
While Desire2Learn is not a free program for course management, the program is already
widely used in the state of Alabama as the course management program for the state
online classes, better known as ACCESS (Alabama Connecting Classrooms, Educators,
& Students Statewide). Success stories for Desire2Learn can be viewed at the following
location: http://www.desire2learn.com/success/
Moodle:
Moodle (Modular Object Oriented Dynamic Learning Environment) is a free
learning management system available for use throughout the world which was designed
with pedagogy as the main focus. (The user must have a server that is capable of running
Moodle. If there are problems with your host server, Moodle provides a list of Moodle
Hosting Partners which will host your system for a charge.) Moddles corporate office is
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located in Australia and is used in two hundred five countries in eighty different
languages. The Moodle program will run on a Windows, Linux, or Mac computer and
must be installed on your computer as well as on a web-server. Moodle has a vast array
of support services that will help you in assistance with the design of your course,
deciding on themes, training, and certification in improving your skills.
Moodle can be used for a very small number of students all the way to hundreds
of thousands of students. Some universities and educators use Moodle as the entire course
delivery system, while others use the program as an add-on to their normal face-to-face
course. The website has a demonstration site that you can use to explore the options of the course delivery program before beginning Moodle itself and it is reset every hour so
that no lasting changes will be implemented into the sample course. Before beginning
Moodle, individuals have the opportunity to actually manipulate the content of the
sample course. Individuals can log in as administrators, teachers, and students to see the
different areas of the program and to see how each area works. Within Moodle, the
standard operating items are available for students to use such as Moodle docs, forums,
quizzes, and blogs.
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REFERENCES
ACCESS: Alabama connecting classroom, educators, & students statewide. Retrieved
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Kim, K. J. & Bonk, C. J. (2006). The Future of Online Teaching and Learning in Higher
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